The physics remote laboratory: Implementation of an experiment on Standing Waves

There always have been some hurdles when it comes to the adequate use of didactical experimental activities in science education, such as the lack of proper training, insufficient time, and inadequate infrastructure. At this very moment, the pandemic has taught us that there may be also circumstances in which the traditional laboratory and the traditional activities are just not possible, thus online operable experiments might constitute a viable alternative for the practical lessons in higher education. In this paper, we discuss the development and the implementation of a remote-controlled didactical experiment on Standing Waves largely used in the physics basic program offered to the engineering courses. The development has combined applied knowledge from different areas, i.e. electric and electronics engineering, and computer science. In order to ascertain the experiment consistency, we have gathered data from the wave propagation speed and from the corresponding tension applied to the string and performed a χ-square linear fit in order to determine the correlation between the logarithm of both parameters. The experiment was successfully implemented and has been accessed by hundreds of different users from more than 30 different countries ever since. It has also been largely employed in practical activities at the university and has shown no significant signs of instability. It exhibited a total latency time inferior to 0.8 seconds on average and the results drawn from data it provides have shown to be accurate, within less than 0.8% of deviation with respect to the theoretical results.

Modeling Frameworks for Knowledge Engineering Approaches

Human knowledge was regarded as a transfer process into an applied knowledge base in the early 1980s as the creation of a Knowledge-Based Systems (KBS). The premise behind this transfer was that the KBS-required information already existed and only needed to be gathered and applied. Most of the time, the necessary information was gleaned through talking to professionals about how they handle particular problems. This knowledge was usually put to use in production rules, which were then carried out by a rule interpreter linked to them. Here, we demonstrate a number of new ideas and approaches that have emerged during the last few years. This paper presents MIKE, PROTÉGÉ-II, and Common KADS as three different modeling frameworks that may be used together or separately.

A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.

An Enterprising Take on Undergraduate Research in English

This article profiles a University of North Carolina Greensboro undergraduate research digital humanities opportunity. The authors explain how their faculty-student-library team met challenges of generating a digital exhibit while overcoming typical resource constraints. They articulate three sites of applied knowledge the student gained from this research and detail the project design and efforts to call attention to invisible undergraduate research (UR). Such visibility facilitates additional course-based research opportunities and helps institutional stakeholders imagine further enterprising opportunities for UR despite time and material constraints.

Methodology of applying structural and logical schemes in the study of general physics in a technical university

A structural and logical scheme is a visual image of the logical connection of the main elements of knowledge within the framework of a training course, section or topic. When studying physics as an applied discipline in a technical university, its professional orientation and applied knowledge corresponding to this function come out in the first place. But applied knowledge as a consequence of physical theories is not enough for the development of a modern quantum-relativistic worldview. The idea of our research is to precede the systematic study of general physics with systematic ideas about the place and meaning of each physical theory, namely: before studying classical physics, to show its connection with quantum and relativistic physics. To do this, it is necessary to apply a preliminary and final generalization at different stages of the study of physics with the help of appropriate structural and logical schemes. When implementing this idea, the following methods were used: the method of structural and logical analysis of the course of general physics with the allocation of knowledge elements, the method of systematization based on clarifying the connection between physical theories and the method of generalization, leading to the construction of new generalized schemes of this course. In the proposed schemes "Connection of mechanical theories" and "Scales of the Universe-Velocities", we identify structural elements that reveal the specifics of the methodological representations of the theory in accordance with its place in the Universe and the velocities of its objects. The proposed methodology is based on two types of generalization: preliminary and final. The preliminary generalization shows the place of physical theory in the system of physical knowledge in the course of general physics, the final generalization is used to make students aware of the specifics of the entire range of methodological concepts used in this physical theory. The methodology is aimed at forming students ' systematic knowledge of general physics and at developing their modern quantum-relativistic worldview.

A Thematic Review of the Studies on the Music Teacher Competencies in Turkey

The first official works about the teacher competencies in Turkey were began in 1998 and many revisions made since then. In this framework, subject-specific competencies were prepared for some areas for primary education in 2008 and secondary education in 2011. This research aimed to review and analyze studies about music teacher competencies between 2008 and 2017 when music teacher competencies were in effect. For this purpose, the studies conducted during this period in Turkey were scanned, and the thematic content analysis was carried out within the framework of the method/design, sample group, data collection tools, aims, results, and recommendations. One of the research findings showed that the studies concerned were particularly related to the competency areas of planning and regulation, the theoretical-applied knowledge and skill, and professional development. Another finding pointed out that the vast majority of the studies employed a descriptive survey model. Last but not least, it was found that the samples of the studies were mostly constructed from pre-service teachers rather than in-service teachers. This current research suggests that further studies should give priority to choose in-service teachers as samples rather than pre-service teachers and also suggests more functional courses for both undergraduate program and in service training.

Inhabiting Omni-architecture

<p>The thesis explores the ideas and mechanics of reimagining inhabitation within a speculative and architectural immersive environment via research through design studies. This demonstrates the generation of architectural spatial design elements in direct relation to the user. Details within the body of work experiment with the laws and bounds of the virtual space through design and research within a real-time virtual engine. Here reimagining the way one inhabits space, compared to current norms of real-world inhabitation, is possible with creativity and applied knowledge. M.C. Escher's lithograph Relativity is the driving concept explored within the thesis, his work transformed concepts into creating gravitational pulls in multiple directions within the immersive virtual reality environment to accommodate various sources of gravity. The result of this research demonstrates the generation of new virtual relativity laws, reimagining how the virtual space is inhabited, within an omnidirectional environment. The thesis presents the trilogy of virtual classifications; the virtual inhabitant; the speculative environment; and the virtual built-form, these coalesce, generating a new realm of design within immersive architectural space. The components within the trilogy are all designed relative to each other following the Interconnective Design Methodology Ecosystem framework, this allowed a high level of complexity and richness to shine through the research and design work. The vital components within the trilogy of virtual classifications virtual inhabitant, speculative environment and virtual built-form are the; Architectural designer’s role; Interactivity; Global time; Diachronic time; Environment boundaries; Virtual body; Spatial locomotion; Audio experience; User population; Aesthetic materiality and filters; Geometry; Spatial orientation; Local-scale; Atmospheric filters; Orthogonal; Polygonal; Curved rotational fractals; Minimal surface; and Reveal sequencing.</p>

Inhabiting Omni-architecture

<p>The thesis explores the ideas and mechanics of reimagining inhabitation within a speculative and architectural immersive environment via research through design studies. This demonstrates the generation of architectural spatial design elements in direct relation to the user. Details within the body of work experiment with the laws and bounds of the virtual space through design and research within a real-time virtual engine. Here reimagining the way one inhabits space, compared to current norms of real-world inhabitation, is possible with creativity and applied knowledge. M.C. Escher's lithograph Relativity is the driving concept explored within the thesis, his work transformed concepts into creating gravitational pulls in multiple directions within the immersive virtual reality environment to accommodate various sources of gravity. The result of this research demonstrates the generation of new virtual relativity laws, reimagining how the virtual space is inhabited, within an omnidirectional environment. The thesis presents the trilogy of virtual classifications; the virtual inhabitant; the speculative environment; and the virtual built-form, these coalesce, generating a new realm of design within immersive architectural space. The components within the trilogy are all designed relative to each other following the Interconnective Design Methodology Ecosystem framework, this allowed a high level of complexity and richness to shine through the research and design work. The vital components within the trilogy of virtual classifications virtual inhabitant, speculative environment and virtual built-form are the; Architectural designer’s role; Interactivity; Global time; Diachronic time; Environment boundaries; Virtual body; Spatial locomotion; Audio experience; User population; Aesthetic materiality and filters; Geometry; Spatial orientation; Local-scale; Atmospheric filters; Orthogonal; Polygonal; Curved rotational fractals; Minimal surface; and Reveal sequencing.</p>

Experiential Learning in the Energy Based Classroom

Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.

Preschoolers Learn New Moral and Conventional Norms from Direct Experiences

By observing others, children can learn about different types of norms, including moral norms rooted in concerns for welfare and rights, and social conventions based on directives from authority figures or social consensus. Two studies examined how preschoolers and adults constructed and applied knowledge about novel moral and conventional norms from their direct social experiences. Participants watched a video of a novel prohibited action that caused pain to a victim (moral conditions) or a sound from a box (conventional conditions), and then saw a transgressor puppet, who had either watched the video alongside the participant or not, engage in the prohibited action. Preschoolers and adults rapidly constructed distinct moral and conventional evaluations about the novel actions. These distinctions were evident across several response modalities that have often been studied separately, including judgments, reasoning, and actions. However, children did not reliably track the puppet’s knowledge of the novel norms. These studies provide experimental support for the idea that children and adults construct distinct moral and conventional norms from social experiences, which in turn guide judgments, reasoning, and behavior.